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CengageBrain

Visit www.cengagebrain.com to access course materials and companion resources for this text, including a daily exercise log, the Physical Activity Readiness Questionnaire (PAR-Q), the healthy history questionnaire, quiz questions designed to check your understanding of the chapter contents, and more! See the preface for more information.

Frequently Asked Questions

Why is it so hard to change? Our behaviors follow core values that do not promote the change, and we tend to be pessimistic about successful change.

What triggers the desire to change? The motivation to change usually comes from an internal emotion that puts (a change in) core values into motion. Often, discomfort is a great motivator. Relationships affect motivation to change.

Real Life Story

Sharon’s initiation into and lifetime with jogging.

Expanded Chapter Outline

I. INTRODUCTION

A. Nearly all Americans accept that exercise is beneficial to health and see a need to incorporate it into their lives.

1. 70% of new and returning exercisers, however, are at risk for early dropout.

2. Exercise/Exercise Drop Out Cycle (Figure 2.1)

a. Most students understand that they should be exercising.

b. They sign up for the course, finish the course, and stop exercising.

c. They offer a wide array of excuses.

d. A few months later, they realize once again that exercise is vital and repeat the cycle.

B. The individual must first take a critical look at personal behaviors and lifestyle with an open mind to change.

C. Living in a Toxic Health and Fitness Environment

1. Most of the behaviors we adopt are a product of our environment.

2. This environment includes family, friends, peers, homes, schools, workplaces, television, radio, and movies, as well as our communities, country, and culture in general.

3. We live in a "toxic" environment when it comes to fitness and wellness.

a. From childhood through young adulthood, we observe, we learn, we emulate, and gradually, we incorporate them into our personal lifestyle.

D. Environmental Influences on Physical Activity

1. Most activities of daily living, which a few decades ago required movement or physical activity, now require almost no effort and negatively impact health, fitness, body weight, and risk for premature death.

2. Modern-day conveniences lull us into physical inactivity.

3. The average adult American watches television almost 5 hours daily.

4. Modern-day architecture reinforces unhealthy behaviors.

5. Jobs do not require physical activity.

6. Walking, jogging, and bicycle trails are too sparse in most cities, further discouraging physical activity.

i. “Traffic-calming" strategies slow traffic intentionally to make the pedestrian's role easier.

ii. Many European communities place a high priority on walking and cycling.

E. Environmental Influence on Diet and Nutrition

1. The amount of daily food supply available in the United States is about 3,900 calories per person before wastage. This figure represents a 700-calorie rise over the early 1980s.

2. The overabundance of food increases pressure on food suppliers to advertise and try to convince consumers to buy their products.

3. Many activities of daily living in today's culture are associated with eating.

4. As a nation, we now eat out more often than in the past, portion sizes are larger, and we have an endless variety of foods to choose from.

a. Away-from-home food accounts for at least half of all United States food expenditures

b. Compared to home meals, restaurant and fast food meals are higher in fat and calories and lower in essential nutrients and fiber.

c. Most restaurants are pleasurably decorated to enhance comfort, appetite, and length of stay, with the intent to entice more eating.

d. Restaurants and groceries often appeal to our sense of thrift by using "value marketing," meaning they offer us a larger portion for only a small price increase, or free soft-drink refills.

5. On average, American women consume 335 more daily calories than they did 20 years ago, and men an additional 170 calories.

6. Lab 2A provides you with the opportunity to determine whether you control your environment or the environment controls you.

II. YOUR BRAIN AND YOUR HABITS

A. Habits are usually based on rewards.

1. The corpus striatum of the brain is activated by events that are rewarding, exciting, unexpected, and intense, as well as by the associated cues from the environment.

2. Dopamine is abundant in the corpus striatum and is involved in forming habitual responses to these stimuli.

1. Recognize that there are biological processes that lead to behavioral habits.

2. Change values, whether through education or environmental cues.

3. Consciously prepare to eliminate the unwanted habit.

4. Repeat the new behavior under similar circumstances.

5. Prepare a response when stress triggers old bad habits.

III. BARRIERS TO CHANGE

A. The most common reasons people make unhealthy choices are:

1. Lack of core values

a. Most people are unwilling or unable to trade convenience for health or other benefits.

b. Tip: Educate yourself regarding the benefits of a healthy lifestyle and subscribe to several reputable health, fitness, and wellness newsletters.

2. Procrastination

a. "Tomorrow or sometime later will be a better time to change."

b. Tip: Ask, "Why not change today?" and find the motivation to do so.

3. Preconditioned cultural beliefs

a. "I cannot change because I am merely a product of my environment."

b. Tip: Find a like-minded partner. Finding people who are willing to "sail" with you will help overcome this barrier.

4. Gratification

a. "Benefits later are not worth the discomfort now. Instant good feelings outweigh any long-term satisfaction."

b. Tip: Ask, "What happened last time when I didn't consider the consequences? Is the immediate good feeling really worth it later? Is the long-term satisfaction worth suffering discomfort for a while?"

5. Risk complacency

a. "If I get heart disease, I'll deal with it then. For now, let me eat, drink, and be merry."

b. Tip: Ask, "How well do I want to live my last decades of life?"

6. Complexity

a. "The world is too complicated, with too much to think about. There are so many things to do to be healthy. I just can't do them all."

b. Tip: Ask, "Can't I take them one at a time?"

7. Indifference and helplessness

a. "No matter what I do, my genetics will work against me."

b. Tip: Ask, "Didn't I just read that 84% of the risk for disease is based on everyday decisions?"

8. Rationalization

a. "I'm not as bad as Joe or Sally."

b. Tip: Ask, "Do Joe's and Sally's problems improve mine?"

9. Illusions of invincibility

a. "It might be a bad choice but I can handle anything that comes my way."

b. Tip: Ask, "Will I be able to handle anything when I am older? Might it be better to maintain good health throughout life?"

B. The sooner we implement a healthy lifestyle program, the greater will be the health benefits and quality of life that lie ahead.

IV. SELF-EFFICACY

A. The belief in one's own ability to perform a given task

1. It exerts a powerful influence on people's behaviors and touches virtually every aspect of their lives.

2. The knowledge and skills you possess and further develop determine your goals and what you do and choose not to do.

B. Sources of Self-Efficacy

1. Mastery experiences, or personal experiences that one has had with successes and failures, are the best contributors of self-efficacy.

2. Vicarious experiences provided by role models or those one admires also influence personal efficacy.

3. Verbal persuasion of one's capabilities to perform a task also contributes to self-efficacy.

4. Physiological cues that people experience when facing a challenge are the least significant source of self-efficacy.

V. MOTIVATION AND LOCUS OF CONTROL

A. Motivation is often the explanation given for why some people succeed and others do not.

B. Locus of control is the extent to which individuals believe they can influence the external environment.

1. Internal locus of control results when individuals believe they have control over events in life. These people are usually:

a. healthier.

b. more successful in adhering to exercise.

2. External locus of control results when individuals do not believe their behavior will alter events in life; rather, events happen by chance or for some other external reason. These people:

a. usually feel powerless and vulnerable.

b. are at greater risk for illness and slower recovery from illness.

3. Few people have completely external or internal locus of control.

a. People can develop a more internal locus of control.

b. Understanding that genetics and environment usually control a low percentage of the potential outcome can help motivate change through a new perception of locus of control.

C. Three Major Impediments to Improving Internal Locus of Control

1. Problems with competence

a. Lacking the skills to get a given task done leads to reduced competence.

b. Solutions:

i. Identify and work to master the skills needed.

ii. Select environments and activities in which skill already exists.

2. Problems with confidence

a. Arise when you have the skill but don't believe you can get it done and/or when the task seems insurmountable.

b. Solutions:

i. Give the situation a fair try; put forth honest effort.

ii. Visualize success.

iii. Divide large or complex tasks into easier to attain subunits.

3. Problems with motivation

a. Individuals have both the competence and the confidence, but are unwilling to change because the reasons to change are not important to them.

b. Solutions:

i. Gain knowledge about why a change should be contemplated.

ii. Set goals after realizing what direction to take.

D. When it comes to a healthy lifestyle, there may not be a second chance.

1. A stroke, a heart attack, or cancer can have irreparable or fatal consequences.

2. Feelings of fitness, self-esteem, confidence, health, and better quality of life are difficult to explain unless you have experienced it yourself.

VI. CHANGING BEHAVIOR

A. The first step in addressing behavioral change is to recognize that you indeed have a problem.

1. Five general categories of behaviors addressed in the process of willful change:

a. Stopping a negative behavior

b. Preventing relapse of a negative behavior

c. Developing a positive behavior

d. Strengthening a positive behavior

e. Maintaining a positive behavior

2. The process of change moves along a continuum from not willing to change, to recognizing the need for change, and taking action and implementing change.

3. The "do it or don't do it" approach seldom works when attempting to implement lifestyle changes.

B. Behavior Change Theories

1. Learning theories

a. Most behaviors are learned and maintained under complex schedules of reinforcement and anticipated outcomes.

b. The process involved in learning a new behavior requires modifying many small behaviors that shape the new pattern behavior.

2. Problem-Solving Model

a. Many behaviors are the result of making decisions as we seek to solve the problem behavior.

Behavior: Attending every class and spending an average of 6 hours per course per week outside of the class studying for each class to get a satisfactory grade.

1. I don't intend to attend every class and spend an average of 6 hours per course per week outside of the class studying for each class to get a satisfactory grade.

2. I am thinking about attending every class and spending an average of 6 hours per course per week outside of the class studying for each class to get a satisfactory grade in the next 6 months.

3. I am going to buy the textbooks, prioritize my tasks so that I can attend every class, and spend an average of 6 hours per course per week outside of the class studying for each class to get a satisfactory grade in the next month.

4. I have attended every class and spent an average of 6 hours per course per week outside of the class studying for each class to get a satisfactory grade in the last 6 months.

5. I have attended every class and spent an average of 6 hours per course per week outside of the class studying for each class to get a satisfactory grade for more than 6 months.

6. I have attended every class and spent an average of 6 hours per course per week outside of the class studying for each class to get a satisfactory grade for more than five years.

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I have sm(solutions manual ) and tb(test bank) files ,it is Electronic Version, if you need solutions manual or test bank ,please contact me by email: ggsmtb@gmail.com ，Search in This Blog Search Engine with the textbook name or author as the keywords.
if the title what u need is in my blog, only copy the title and email to ggsmtb@gmail.com
if what u need isn’t in my blog ,don’t worry , send the email with textbook name ,isbn and publisher to ggsmtb@gmail.com ,then maybe I can find it for u.
, thanks!!!!
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